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A Narrative Account of the Development of a Multicultural Learning Community

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A Narrative Account of the Development of a Multicultural Learning Community CREATING POSITIVE SPACES: A NARRATIVE ACCOUNT OF THE DEVELOPMENT OF A MULTICULTURAL LEARNING COMMUNITY DISSERTATION Presented in Partial fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Stephen D. Hancock, MA * * * * * The Ohio State University 2003 Dissertation Committee: Approved by Professor Barbara Seidl, Adviser ____________________________ Professor Cynthia Dillard Adviser School of Teaching and Learning Professor Evelyn Freeman ABSTRACT This dissertation is a response to those who believe in my effectiveness as a teacher of African American children. It is also a voice for teacher research and particularly research from an African American male point of view. I have found in my studies that an African American male perspective on teaching and learning in early childhood education is rare or unavailable in articles, books, and journals concerning educational theory and practice. As a teacher researcher, I found it necessary to develop a unique approach to conducting research and methodological practices. Autoethnonarrative was developed to address the idiosyncratic nature of conducting inquiry as a teacher researcher. The approach is couched in an antiracist and multicultural lens. Autoethnonarrative enabled me to study myself in relation to pedagogical practices, styles and beliefs. In order to develop a methodological process suited for an autoethnographic approach, I introduced a new four-step systematic process. This process enabled me to organize data, create comprehensive narratives, build a list of scholars that support each narrative, and employ colleagues and peers for reflective conversations. ii This work is a compilation of narratives based on my teaching and personal experiences over a prolonged time period that spans twenty-seven years. In particular, however, the majority of this work presents, discusses, and analyzes stories of classroom life that illustrate issues concerning language affirmation, teaching for social justice, and parent involvement. Themes surrounding language, social justice, and parent involvement form the chapters of data presentation. Throughout the work, these major themes are presented in narrative and analyzed. At the end of each data presentation chapter, implications for teaching are presented. Finally, I present what I believe to be new and particular pedagogical frames for teaching and learning called the Critical Pedagogical Approach to Teaching and Learning. Sociopolitical constructivism, sociocultural reflective practice, and moralistic reflective practice are offered as new ways of thinking about ourselves as teachers as well as our relationship and response to teaching diverse student populations. iii I dedicate this work in the memory of my brothers Byron and Kenneth Hancock, my father Pagie Hancock, Jr. and my God-mother Geraline L. Gaines Though you did not live to see it, without you, I could not have lived to finish it. iv ACKNOWLEDGEMENTS First of all, I am thankful to God for never leaving nor forsaking me throughout this process and bringing into fruition a dream birth in me since childhood. Without the comfort, love, mercy, patience, grace and assurance of my Lord and Savior Jesus Christ none of this would be possible. Jesus Christ is truly able to keep us from falling. I also thank God for placing in my path Dr. Barbara Seidl, my adviser. Your guidance, encouragement, and support were a source of strength, growth, and hope. I thank Dr. Evelyn Freeman for being an excellent balance of wisdom and modern savvy. I also thank Dr. Cynthia Dillard for challenging me to stretch, coming through when needed, and for introducing me to a place to call home. I am grateful to the parents and students of room 108 for accepting me into their lives and heart. Thanks to my classroom staff and Mrs. Lewis for being an excellent lead teacher. I thank my former students as well as the principal, Baba Embry and staff at my former school who were the inspiration for this research project. I also thank Bishop J. H. Ross and the Triedstone family & Pastor Samuel Farina and Christian Assembly for providing spiritual nourishment, emotional support, and a foundation of faith centered in praise, worship, and the word of God. v My family has fed me the idea of becoming a doctor since I was 4 years old. I thank them for never allowing me to doubt my abilities and determination. I thankmother, Martha Hancock who is a model of strength, endurance, wisdom and love. To my sisters Martha, Maria, and Katina as well as my brothers Carl, Kevin, Pagie III, Eddie, and Don, all of your prayers, support, and encouragement have brought me to this point, THANK YOU for your sacrifices. To my twenty-two nieces and nephews I miss playing with you and watching you grow up but thanks for understanding. I now pass the torch. To my cousins, extended family, and in-laws, thanks for believing I could do it. I thank all my friends for their support, endurance and understanding. Especially, those of you who encouraged me when I floundered, provided me a space to grow, and weathered the storms. You are a pillar of strength and a source of hope and I thank God for sending you my way. Last and most important, I thank my wife, Kerrie for sharing me with The Ohio State University and for her patience, prayers, tolerance, sacrifice, love and dedication to our marriage and the completion of this dissertation. To our daughter Makayla, thanks for your radiant smiles, healing hugs and butterfly kisses and to our son Caleb whose birth has breathed new life into dead spaces, you are both precious gifts. I shall bless the Lord with praises forever because all of you have fulfilled your purpose in this work. THANKS!! vi VITA June 4, 1969 ........................................................ Born – Richmond, Virginia 1991- 1995 .......................................................... Preschool Teacher, Even Start Family Education Richmond Public Schools 1991-1996 ........................................................... B.A. English Literature M.A. Early Childhood Education Virginia Commonwealth University 1996-2000 ........................................................... Teacher, Columbus Public Schools Columbus, Ohio 2000-2001 ........................................................... Graduate Teaching Assistant, School of Teaching and Learning The Ohio State University 2001-present ....................................................... Teacher, Columbus Public Schools Columbus, Ohio FIELDS OF STUDY Major Field: Education vii TABLE OF CONTENTS Page Abstract................................................................................................................ ii Dedication ........................................................................................................... iv Acknowledgements ............................................................................................. v Vita ..................................................................................................................... vii List of Tables ....................................................................................................... xi List of Figures...................................................................................................... xii Chapters: 1. Stimulating Conversations: Educating the African American Child .......... 1 Teacher Research and Dissertation Layout................................................. 13 2. Discussing Questions of Methodological Practice? .................................... 15 Who am I as a Researcher?........................................................................ 16 What are my Theoretical and Epistemological beliefs and assumptions?.... 16 Research Approaches................................................................................. 20 What is the purpose guiding questions in the research project? .................. 26 What is my Timeline?................................................................................ 29 What are the best methods for conducting my teacher research project?..... 35 What are the analytical systems?................................................................ 41 What are issues concerning trustworthiness and limitations of the study?... 44 viii 3. Communicative Languages and Expressions: Crossing the Street to Hear the Other side.................................................. 46 Communicative Expressions...................................................................... 49 Walking on Eggshells: The Drama of Transitioning Home Language to Market Place Language.......................................................................... 52 Fixing Our Attitudes: The Culture Beneath the Conversation.................... 56 Misunderstood: The Dilemma of Cultural Illiteracy .................................. 63 A House for A Car?!: Sensitivity Towards Cultural Literacy...................... 69 Let’s Get Chronked!: A Lesson in Slang(uage) Arts ................................. 73 As Loud as Silence: The Cultural Language of Body Talk ........................ 79 Implications for Affirming the Linguistic Styles of African American Children........................................................................ 84 4. Social and Critical Awareness: The Birth of Empowerment ...................... 90 Cultural Relevance and Voice.................................................................... 93 But where’s the justice, Baba Hancock?:
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